XJtltLiKC;  IS  ISU  KltitlT  ur  KKVULiUllUN  WHEKE  THE 
PEOPLE  HAVE  THE  RIGHT  TO  VOTE.  VIOLENCE  IS  BARRED 
OUT  BY  THE  BALLOT. 

/‘j'/r 

Loyal  Citizenship 

Messages  From  Great  Leaders. 


Let  reverence  for  the  laws  be  breathed  by  every 
American  mother  to  the  lisping  babe  that  prattles 
on  her  lap;  let  it  be  taught  in  schools,  in  semi* 
naries,  and  in  colleges;  let  it  be  written  in  primers, 
spelling  books  and  in  almanacs;  let  it  be  preached 
from  the  pupits,  proclaimed  in  legislative  halls  and 
enforced  in  courts  of  justice,  and,  in  short,  let  it 
become  the  political  religion  of  the  nation. 

— Abraham  Lincoln. 

This  is  a democratic  government,  and  the  voice 
•f  the  people,  expressed  through  the  machinery 
provided  by  the  Constitution  for  its  expression  and 
by  constitutional  majorities,  is  supreme.  Every 
loyal  citizen  must  obey.  This  is  the  fundamental 
principle  of  the  government- 

— Ex-President  William  Howard  Taft. 

OATH  TAKEN  BY  YOUNG  ATHENIANS  WHEN  ASSUMING 
RESPONSIBILITY  OF  CITIZENSHIP. 

We  will  never  bring  disgrace  to  this,  our  city,  by 
any  act  of  dishonesty,  or  cowardice,  nor  ever  desert 
our  suffering  comrades  in  the  ranks.  We  will  fight 
for  the  ideal  and  sacred  things  of  the  city.  We  will 
revere  and  obey  the  city’s  laws  and  do  our  best  to 
excite  a like  respect  and  reverence  in  those  above  us 
who  are  prone  to  annul  and  set  them  at  naught.  We 
will  strive  unceasingly  to  quicken  the  public  sense 
of  civic  duty,  and  thus  in  all  these  ways  we  will 
transmit  this  city,  not  only  not  less,  but  greater, 
better  and  more  beautiful  than  it  was  transmitted 
to  us. 


This  leaflet  compiled  by  W.  F.  Crafts.  All  who  receive 
It  asked  to  aid  In  Its  circulation  as  an  educational  anti- 
dote to  lawlessness.  Also  tell  us  how  to  Improve  It,  *r 
give  us  your  endorsement  of  it  as  it  is.  See  address,  p.  8. 

1 


Enforcement  Officials. 

We  hear  a good  deal  about  what  is  commonly 
called  the  “lid.”  When  they  talk  about  taking  off 
the  “lid”  on  Sunday,  what  do  they  mean?  They 
mean  to  let  the  law  be  broken  with  impunity.  If 
we  take  the  “lid”  off  the  Sunday  law,  can  we 
not  with  equal  propriety  take  the  “lid”  off  the  lar- 
ceny statute  and  the  murder  statute?  Then  we 
would  have  anarchy  and  no  government  at  all.  Let 
me  tell  you  the  greatest  breach  of  good  government 
lies  in  the  fact  that  laws  are  not  enforced. — Gov. 
Jos.  W.  Folk  (who  compelled  St.  Louis,  St.  Joseph 
and  Kansas  City  to  obey  law.) 


Every  patriotic  and  honest  citizen  must  admit 
that  all  the  laws  on  the  statute  books  should  be 
obeyed  and  enforced;  no  citizen  has  a right  to  select 
what  he  will  obey  and  what  he  will  not  obey.  If  he 
fails  to  obey,  he  is  not  a good  nor  a patriotic  citizen, 
and  an  officer  who  has  taken  an  oath  to  enforce 
ordinances  and  laws,  and  fails  to  do  so,  should  at 
once  be  removed.  The  lack  of  respect  for  law  is  one 
of  the  evils  of  the  times.  No  form  of  government 
can  exist  without  law,  and  no  republic  can  continue 
except  on  the  foundation  of  strict  obedience  to  law 
and  a proper  administration  of  justice.  The  dig- 
nity of  the  law  must  be  maintained  or  the  republic 
will  decay. — Gov.  J.  M.  Patterson,  Democrat,  of 
Ohio,  to  Gov.  W.  T.  Cobb,  Republican,  of  Maine. 


No  greater  honor  can  come  to  any  man  than  to 
be  a law-abiding  citizen  of  this  nation;  and  good 
citizenship,  after  all,  is  nothing  more  than  a will- 
ingness to  obey  and  defend  the  laws  that  have  been 
made  as  guide  posts  for  society. — Ex-Gov.  Arthur 
Capper. 


A judge,  with  an  eye  single  to  the  public  weal, 
can,  in  the  discharge  of  his  official  duties,  do  much 
in  support  of  the  great  moral  and  civic  reforms  of 
his  time.  He  has  a certain  oversight  of  the  officials 
under  him  and  can  do  much  to  compel  unwilling  offi- 
cers to  do  their  duties. — Judge  J.  C.  McWhorter. 


Laws  can  be  enforced  in  large  cities  and  towns  as 
well  as  any  place  if  the  officials  want  them  en- 
forced. An  official  can  not  get  around  enforcing 
the  laws  on  the  ground  that  public  sentiment  does 
not  support  the  laws.  Public  sentiment  is  sup- 
porting the  law  or  the  law  would  be  repealed  at 
the  State  Legislature. — Gov.  Folk. 


The  idea  that  a mayor  or  chief  of  police  is  at 
liberty  to  permit  any  law  or  ordinance  to  be  vio- 
lated is  monstrous.  We  choose  executive  officers 
to  enforce  laws  and  not  to  repeal  or  suspend  them 
at  their  pleasure.  Such  questions  are  for  the  legis- 
lature and  the  council.  To  find  fault  with  an  offi- 
cer for  enforcing  the  law  is  to  repudiate  our  s>'^ 
tern  of  government,  and  to  vote  against  a candi- 
date because  he  is  pledged  to  enforce  law  is  to 
associate  one’s  self  with  lawbreakers. — Ex-President 
Benjamin  Harrison. 


2 


The  Citizen’s  Part. 

In  the  unending  strife  for  civic  betterment,  small 
is  the  use  of  those  people  who  mean  well,  but  who 
mean  well  feebly.  The  man  that  counts  is  the  man 
who  is  decent,  and  who  makes  himself  felt  as  a 
force  for  decency,  a force  for  clean  living,  for  civic 
righteousness.  That  is  the  man  that  counts. — 
President  Theodore  Roosevelt. 


A dozen  aggressively  righteous  men  can  bring 
about  law  and  order  where  lawlessness  and  disorder 
have  prevailed.  The  business  man  who  fears  to 
give  his  support  to  any  movement  towards  law  en- 
forcement lest  it  should  injure  his  business,  is  just 
as  much  a coward  as  the  soldier  on  the  battlefield 
who  turns  his  back  to  the  enemy  and  flees  for  safety. 
— Gov.  Folk. 


Educational  Work  Still  Needed. 

The  signing  of  the  prohibition  amendment,  even 
were  it  done  by  a thousand  pens,  is  not  the  declara- 
tion of  final  victory.  We  must  continue  to  make 
right  sentiment.  Ours  is  the  danger  of  the  fatal 
relaxation  that  overtakes  the  victorious  army  when 
success  seems  assured.  Public  meetings  should  be 
held  now  even  more  than  formerly.  A continued 
wide  and  effective  distribution  of  literature  "should 
be  part  of  our  plan. — Missionary  Review. 


Editor 

The  Stars  and  Stripes,  the  official  publication  of 
the  United  States  Army,  edited  by  an  army  officer, 
published  an  outrageous  cartoon  reflecting  on  the 
prohibition  amendment  to  the  Constitution,  which  he 
had  sworn  to  defend  with  his  life.  A red-blooded 
Y.  M.  C.  A.  secretary  dumped  the  bundle  of  papers 
intended  for  his  hut  into  a canal,  and  instead  of 
meekly  submitting  when  charges  were  brought 
against  him,  he  brought  charges  against  ihe  editor 
of  the  paper  on  the  ground  that  he  had  attacked 
the  Constitution  he  was  sworn  to  uphold.  The  tri- 
bunal in  the  case  took  this  common-sense  American 
view  of  it  and  the  officer  lost  his  place  as  editor, 
and  the  Y.  M.  C.  A.  secretary  was  exonerated. 


A Straight  Look  at  Bolshevism. 

What  is  this  Bolshevism,  that  is  spreading  from 
Russia  to  Hungary  and  some  other  lands,  and  even 
venturing  on  our  shores?  It  is  the  newest  form 
of  imperialism,  successor  of  Alexander,  Csesar,  and 
the  Kaiser  in  ambition  for  domination  of  the  world. 
This  time  it  is  not  one  man  that  is  to  rule  the 
world,  but  one  class.  The  proletariat  are  to  monop- 
olize political  control  in  each  land,  and  jointly  in  all 
lands,  by  sheer  brute  strength  as  the  majority,  or 
the  masses.  It  is  the  very  opposite  of  democracy, 
which  is  the  government  of  all  the  people,  by  all  the 
people,  for  all  the  people.  Bolshevism  is  government 
of  all  the  people  by  and  for  the  most  ignorant  class 
of  the  people.  Voters  have  no  right  to  resort  to 
violence,  least  of  all  the  workmen,  who  have  a clear 
majointy  of  the  votes  and  so  are  bound  to  find 
redress  of  .'grievances  by  the  orderly  processes  of 
politics.  ■ . 


3 


Choosing  Politics  for  a Profession. 

Wholesale  abuse  of  public  men,  more  than  aught 
else,  precludes  us  from  getting  the  very  best  men 
into  office.  This  does  not  render  it  right  for  good 
citizens  to  decline  office.  No  more  useful  career 
is  possible  for  good  men  in  this  age.  We  need  that 
hosts  of  thoroughly  able  and  moral  young  men,  well 
trained  in  political  and  social  science,  including 
ethics,  should  set  politics  before  themselves  as  their 
life  work.  To  succeed,  one  must  religiously  cultivate 
the  hard  side  of  his  nature:  nerve  to  face  wicked 
men,  kindly  to  endure  lies,  libels,  and  the  whole 
contradiction  of  the  wicked  against  him;  to  give 
blows,  of  course,  always  in  the  spirit  of  love — as 
well  as  take  them. — President  E,  Benj.  Andrews. 


Religious  Leaders. 

The  final  work  of  this  religion  will  not  be  accom- 
plished till  a perfect  society  is  universal  on  the 
earth,  under  the  sovereign  rule  of  Him  who  chose 
the  poor  for  His  friends,  and  peasants  for  His  apos- 
tles, who  honored  woman,  loosened  the  fetters  of 
despair  from  the  slave,  and  set  the  aureole  on  the 
head  of  the  child.  And  that  ultimate  society  will 
accept,  complete,  and  bless  all  civilization;  it  will 
be  rich  in  arts,  vocal  in  literature,  ab\mdant  in  gar- 
nered wealths  from  the  past;  but  it  will,  also,  as 
moulded  by  Christ,  be  like  Himself — sweet  in  s>Tn- 
pathy,  pure  in  holiness,  vital  with  love. — Richard  S. 
Storrs. 


There  is  need  of  thinking  much  of  a kind  of  civic 
life  that  is  not  yet,  but  that  might  be,  and  that 
ought  to  be  and  that  must  be  if  there  is  a God  in 
heaven;  a city  whose  officers  shall  be  peace  and 
whose  exactors  righteousness;  a city  whose  homes 
shall  be  sacred  and  secure,  whose  traffic  shall  be 
w’holesome  and  beneficent;  whose  laborers  shall  go 
forth  to  their  cheerful  toil  unburdened  by  the  heavy 
hand  of  legalized  monopolies;  whose  laws  shall  fos- 
ter no  more  curses,  nor  open  the  gates  to  whatso- 
ever worketh  abomination  or  maketh  a lie;  whose 
streets  shall  be  full  of  happy  children,  playing  in 
safety  and  learning  the  great  lessons  of  civic  piety, 
and  whose  citizens  on  any  shore  shall  find  their 
thoughts  turning  homeward  with  a great  longing. — 
Washington  Gladden. 


All  Errors  Flow  Into  Human  Society  from 
One  Source.  Namely,  the  Burial  by  Men  in  Ob- 
livion OF  THE  Life,  the  Precepts,  the  Lessons,  of 
Jesus  Christ,  and  Their  Neglecting  to  Apply 
THE  Same  to  the  Actions  of  Every  Day.  There 
can  be  no  doubt,  then,  that  those  who  labor,  as  the 
St.  Jerome  Society  does,  for  the  diffusion  of  God’s 
holy  Gospels,  are  rendering  a serrice  most  useful. 
We  strongly  desire,  aye  and  exhort  that  your  Society 
may  not  reap  this  fruit  only — the  widest  possible 
diffusion  of  the  Gospels — but  may  achieve  another 
end  also,  which  is  among  the  chief est  aspirations  of 
our  sotd:  I mean  the  entrance  of  these  most  holy 
books  into  Christian  households.  That  All  the 
Faithful  Shall  Become  Habituated  to  the  Daily 
Reading  and  Study  of  the  Same,  and  thence 
Learn  Well  to  Walk  Worthily,  in  All  Things 
Pleasing  God. — Pope  Benedict  XV,  in  letter  to  St. 
Jerome  Bible  Society,  October  8,  1914. 

4 


The  Boy  Scout  Movement  As  a School  of 
Citizenship  Has  No  Superior. 

The  Boy  Scouts  of  America  is  a corporation  that 
goes  to  make  character  and  good  citizenship. 

It  is  obligatory  upon  the  Scouts  that  they  cultivate 
COURAGE,  LOYALTY,  PATRIOTISM,  BROTHERLINESS,  SELF- 
CONTROL,  COURTESY,  KINDNESS  TO  ANIMALS,  USEFUL- 
NESS, CLEANLINESS,  THRIFT,  PTOITY,  HONOR. 

The  aim  of  the  Boy  Scouts  is  to  supplement  vari- 
ous existing  educational  agencies  and  to  promote 
the  ability  and  desire  in  boys  to  do  things  for  them- 
selves and  others. 

It  is  not  a military  organization,  but  so  cultivates 
hardiness,  readiness,  and  courage  in  the  boy  as 
to  better  fit  him  for  war  or  peace,  or,  indeed,  any 
emergency  of  life. 

All  Scout  troops  consist  of  not  less  than  eight 
boys,  and  all  members  are  twelve  years  of  age  or 
over.  These  are  directed  by  a Scout-master,  the 
adult  leader  of  the  troop,  who  must  he  at  least 
twenty-one  years  of  age  or  over.  The  Scout-master 
takes  his  directions  and  lessons  from  the  Scout-, 
master’s  Manual,  prepared  by  the  National  Council 
of  the  Boy  Scouts  (200  5th  Ave.,  N.  Y.) 

The  movement  is  founded  upon  a steadfast  ob- 
servance of  the  Scout  Oath  and  Law,  which  are  as 
follows : 

The  Scout  Oath : 

On  my  honor  I will  do  my  best — 

1.  To  do  my  duty  to  God  and  my  country,  and  to 
obey  the  Scout  Law; 

2.  To  help  other  people  at  all  times; 

3.  To  keep  myself  physically  strong,  mentally 
awake,  and  morally  straight. 

The  Scout  Law: 


A SCOUT  MUST  BE— 


TRUSTWORTHY. 

LOYAL. 

HELPFUL. 

FRIENDLY. 


COURTEOUS, 

KIND. 

OBEDIENT. 

CHEERFUL. 


THRIFTY. 

BRAVE. 

CLEAN. 

REVERENT. 


The  program  of  the  Boy  Scouts  of  America  calls 
for  a week  of  camping  for  every  Scout,  where  possi- 
ble. Frequent  hikes  into  the  country  on  observation 
trips.  Study  of  woodcraft.  First  aid,  life  saving, 
and  safety-first.  Study  of  animals,  birds  and  t/ees. 
Sturdy  games  of  skill  and  strength.  Outdoor  fire 
building  and  cooking;  everything  pertaining  to 
campcraft.  Signaling  by  code.  Knot  tying.  Swim- 
ming and  sailing.  Outdoor  life  to  the  full  and  doing 

A GOOD  TURN  EVERY  DAY  TO  SOME  PERSON  WITHOUT 
PAY. 


Pupils  Trained  for  Police. 

Every  citizen  of  our  republic  is  a potential  execu- 
tive of  its  laws,  subject  to  instant  call  by  the  proper 
officers.  This  entails  military  and  police  obligation 
and  makes  individual  physical  fitness  and  collective 
training  a prerogative  of  the  government.  Far  be 
it  from  us  to  advocate  such  training  as  will  cultivate 
German  militarism  or  caste  spirit.  There  is,  how- 
ever, a tremendous  need  everywhere  for  honest  men 
of  judgment  and  prowess  to  enforce  law  and  re- 
strain evil  doers.  Education  and  training  for  these 
5 


occupations,  militia,  sheriffs  or  police,  is  not  only  a 
function  of  government,  but  a necessity  for  organ- 
ized society.  These  callings  should  command  our 
utmost  respect  and  a wage  far  above  the  average, 
with  liberal  pensions  for  accident  and  old  age.  Our 
present  inadequate  means  of  law  enforcement  are 
a great  reason  for  the  common  disrespect  of  the 
law,  and  society  must  have  many  more,  and  far  bet- 
ter trained  and  paid  officers,  if  crime  is  to  decrease. 
Every  commonwealth  in  the  union  needs  an  organ- 
ized body  of  fine  mounted  or  motored  police,  such 
as  Pennsylvania  and  New  York  already  have,  if 
bank  robberies  are  to  be  stopped,  illicit  liquor  dealers 
caught,  and  automobile  thieves  arrested. 


The  Ruler  of  America — “We,  the  People.” 

Before  Commodore  Perry  visited  Japan  an  Ameri- 
can vessel  had  been  shipwrecked  on  one  of  the  Jap- 
anese islands.  Her  surviving  sailors  were  all  im- 
prisoned for  that  crime,  and  were  in  prison  when 
Perry  arrived  ■with  his  squadron.  One  of  them,  a 
lad  from  Oregon,  hardly  twenty-one  years  old,  had 
then  learned  the  Japanese  language.  So  the  Jap 
government  had  a convenient  interpreter,  when  a 
diplomatic  accident  of  great  importance  surprised 
them. 

In  an  interview  -with  some  American  officer  on  one 
of  Perry’s  ships,  the  Japanese  officer  on  public  duty 
slapped  the  American.  He  was  not  shot  on  the  spot, 
but  he  and  his  were  tumbled  off  the  ship  in  disgrace. 
The  crew  went  to  quarters  and  war  seemed  im- 
pending, when  the  higher  Japanese  officials  came  on 
board  with  an  humble  apology,  and  the  insult 
seemed  atoned  for.  But  it  put  a black  cloud  on  the 
negotiation.  The  Japanese  government  wanted  to 
know  what  they  had  done — how  high  an  officer  had 
been  insulted;  so  they  sent  for  young  Oregon  and 
asked  him. 

He  said  he  supposed  the  officer  was  a captain  from 
what  they  said  of  his  uniform.  If  he  were,  he  said, 
he  commanded  lieutenants,  and  lower  grade  mid- 
shipmen, masters,  quartermasters,  boatswains  and 
seamen.  All  of  which  the  Japs  ■wrote  do^wn. 

Then  they  asked  who  this  officer  had  above  him. 
“Well,”  said  young  Oregon,  “if  he  were  a captain, 
the  commodore  is  above  him.”  And  they  ■wrote  that. 
“Who  is  above  the  commodore?” 

“The  Secretary  of  the  Navy,”  said  Oregon. 

“And  who  is  above  him?” 

“The  President.” 

“And  who  is  above  him?” 

“The  PEOPLE,”  said  Oregon. 

But  in  his  narrative,  afterward,  he  added:  “Of 

this  they  could  make  nothing.” 

That  story  speaks  well  for  the  training  boys  got 
in  the  log  cabins  and  slab  school  houses  of  Ore- 
gon in  pioneer  days. — Edward  Everett  Hale. 


The  Literary  Digest  of  May  17,  1919,  gave  an 
interesting  and  most  suggestive  epitome  of  replies 
from  teachers  all  over  the  land  to  a questionnaire 
inquiring  what  changes  in  educational  plans  the 
World  War  had  produced.  We  make  a few  extracts, 
following,  and  advise  all  to  read  the  article. 

6 


Education. 

War  has  thrust  upon  teachers,  as  the  most  im- 
portant of  educational  obligations,  personal  respon- 
sibility for  the  training  of  pupils  in  civic  duties. — 
Principal  Winner,  Pittsburgh. 

We  have  begun  to  train  men  to  live  for  the  com- 
mon good  instead  of  telling  them  how  men  used  to 
live. — Supt.  Moore,  Leavenworth. 

War-service  showed  that  in  a national  crisis  the 
school  is  a natural-drill-ground  for  civic  virtue  and 
service.  This  was  the  original  American  idea  lead- 
ing to  free  schools.  For  this,  and  not  for  grammar 
or  geometry  or  scholarship  or  college  preparation, 
the  public,  in  theory,  taxes  itself.  To  produce  a 
citizen  was  the  idea  Washington,  Franklin,  Jeiferson, 
and  the  other  original  proponents  of  free  schook 
had  in  mind. — Sup.  Francis,  Columbus. 

Let  us  pay  more  attention  to  the  rights  of  others 
and  more  to  civic  duties  of  ourselves.  It  is  duties 
that  should  be  the  aim  of  teaching. — Prin.  Zabria- 
kie,  N.  Y.  City. 

So  long  as  subjects,  not  character,  remain  the 
aim,  the  schools  will  be  anti-democratic.  This  crisis 
has  forced  upon  the  schools  the  salutary  influenca 
of  doing  things  directly  for  the  common  welfare. 
That  is  the  essence  of  citizenship. — Supt.  Philips, 
Birmingham. 

The  frequent  exhortations  to  school  spirit  and 
class  spirit  for  their  o^ti  sakes  should  be  supplanted 
by  the  cultivation  of  a larger  town  or  city  spirit, 
leading  schools  to  deliver  tangible  public  benefit; 
organized  cobperatioa  with  park  departments  and 
street  cleaning  departments;  planting  of  trees, 
flowers,  etc. — Supt.  Bush,  Erie. 

There  is  no  assurance  that  a man  who  knows 
what  his  duty  is  will  do  it.  Schools  must  do  more 
than  teach  what  citizenship  is;  they  must  train  in 
habits  of  public  service.  Habit  has  to  be  trained 
by  exercise. — Supt.  McIntyre,  Muscatine. 

“We  have  introduced  a new  course  which  we  call 
‘citizenship,’  ’’  “we  have  a compulsory  course  in 
Americanism,”  “civic  obligation  is  now  taught,” 
“community  interests  are  now  studied  regularly,” 
such  are  the  statements  in  many  letters. 

Superintendents  in  many  leading  cities  stress  the 
thought  that  duties  and  obligations  of  the  citizen 
must  be  emphasized  above  all  other  things  and 
taught  during  compulsorj^  school  attendance. 

Patriotic  mottoes  are  in  front  of  every  class  in 
every  school  in  the  country.  Schools  every^vhere, 
salute  the  flag  daily  and  recite  a patriotic  pledge 
every  day.  Principal  Snyder,  Brooklyn,  introduces 
a special  course  to  prepare  girls  for  the  franchise. 

Biographical  essays  have  become  attempts  to  tell 
what  some  designated  patriot  did  that  can  be  imi- 
tated by  us  in  these  later  days. 

Loyalty  pledges  op  teachers  and  pupils  are 

AMONG  THE  SCHOOL  INNOVATIONS  WHICH  MIGHT  W^ELL 
BE  UNiraRSALLY  ADOPTED.  We  quote  as  a sample  one 
by  Superintendent  Lull,  of  Ne^vport.  The  State 
Board  of  Education  prescribed  it.  In  the  presence 
of  the  mayor  and  eight  notaries,  the  teachers  signed 
it  under  oath,  each  sigpiatory  declaring: 

7 


The  Teacher’s  Oath  of  Allegiance, 

“I,  as  a teacher  and  citizen,  pledge  allegiance  to 

the  United  States  of  America,  to  the  State  of , 

and  to  the  American  public-school  system. 

“I  solemnly  promise  to  support  the  Constitution 
and  laws  of  Nation  and  State,  to  acquaint  myself 
with  the  laws  of  the  State  relating  to  public  edu- 
cation, and  the  regulations  and  instructions  of  my 
official  superiors,  and  faithfully  to  carry  them  out. 

“I  further  promise  to  protect  the  school  rights 
of  my  pupils,  to  conserve  the  democracy  of  school 
citizenship,  to  honor  public  education  as  a principle 
of  free  government,  to  respect  the  profession  of 
education  as  public  service,  and  to  observe  its  ethi- 
cal principles  and  rules  of  professional  conduct. 

“I  pledge  myself  to  neglect  no  opportunity  to 
teach  the  children  committ^  to  my  care  loyalty  to 
Nation  and  State,  honor  to  the  flag,  obedience  to 
law  and  government,  respect  for  public  servants 
entrusted  for  the  time  being  with  the  functions  of 
government,  faith  in  government  by  the  people, 
fealty  to  ^e  civic  principles  of  freedom,  equal 
rights,  and  human  brotherhood,  and  the  duty  of 
every  citizen  to  render  service  for  the  common  wel- 
fare. I shall  endeavor  to  exemplify  in  my  life  and 
conduct  in  and  out  of  school  the  social  virtues  of 
fairness,  kindliness,  and  service  as  ideals  of  good 
citizenship.  I affirm,  in  recognition  of  my  official 
obligation,  that,  though  as  a citizen  I have  the  right 
of  personal  opinion,  as  a teacher  of  the  public’s  chil- 
dren, I have  7w  right,  either  in  school  hours  or  in  the 
presence  of  my  pupils  out  of  school  hours,  to  ex- 
press opinions  that  conflict  with  honor  to  country, 
loyalty  to  American  ideals,  and  obedience  to  and 
respect  for  the  laws  of  Nation  and  State. 

“In  all  this  I pledge  my  sacred  honor  and  sub- 
scribe to  a solemn  oath  that  I will  faithfully  per- 
form to  the  best  of  my  ability  all  the  duties  of  the 
office  of  teacher  in  the  public  schools.” 


Student’s  Pledge  for  Public  Service. 

(Prepared  by  Alice  Howard  Spaulding.) 

Because  I believe  that  the  ideals  of  democracy 
are  right;  that  every  man  is  personally  responsible 
for  the  maintenance  of  these  ideals;  that  every  man 
is  under  obligation  to  render  public  service;  that 
every  man  is  in  duty  bound  to  train  himself  to  this 
end: 

Therefore,  I pledge  myself  to  prepare  myself  for 
service  to  my  country  and  humanity  by  attending 
school  regularly  and  devoting  myself  to  my  studies; 
by  upholding  the  standards  of  the  school  and  sup- 
porting its  activities  with  enthusiasm;  by  seeking 
the  occupation — intellectual,  artistic,  economic,  or 
ethical — for  which  I am  most  suited,  and  by  en- 
deavoring to  excel  in  it;  by  co-operating  in  every 
possible  way  with  those  who  are  striving  for  honest 
business,  clean  politics,  wholesome  society,  and  pro- 
gressive government;  by  carrying  out  in  my  life  ths 
principles  of  honesty,  loyalty,  and  service. 


This  copy  presented  by  the  International  Reform 
Bureau,  206  Pennsylvania  Ave.,  S.  E.,  Washington,  D.  C. 
Extra  copies  $2  per  100,  postpaid.  To  Individual  ad- 
dresses, $4  per  100. 


8 


